Advanced Low 9 (ESLN 3900)

Original Outline

City College of San Francisco

Course Outline of Record

 

I.            GENERAL INFORMATION

A.            Date            February 2005

B.            Department            English as a Second Language

C.            Course Number            ESLN 3900

D.            Course Title            Advanced Low 9

E.            Course Outline Preparer            Augusta Goldstein and Barbara Kastner

F.            Department Chairperson            _________________________________

G.            Dean            _________________________________

 

II.            COURSE SPECIFICS

            A.            Hours                                                180 hours

            B.            Units                                                Noncredit

            C.            Prerequisites                                    None

                        Corequisites                                    None

                        Advisory                                                Completion of ESLN 3800 (Intermediate High 8)

            D.  Course Justification            This course complies with the California Adult ESL                                     Model Standards

                  E      Field Trips                        No

                  F.      Methods of Grading            No grade

                  G.      Course Repeatability            As needed

 

III.            CATALOG DESCRIPTION

            Advanced low 9 language skills.  Designed to meet daily needs in familiar and unfamiliar situations, with emphasis on fluency and communication in the four language skills.

 

IV.            MAJOR LEARNING OUTCOMES

 

            Upon completion of this course, the student will be able to:

 

A.   Demonstrate understanding of descriptive and factual material in familiar contexts.

B.    Engage in casual and extended conversation about a variety of topics with increasing

      fluency and control of complex grammatical patterns.

C.    Interpret the meaning of root words, an increasing number of idioms and phrasal verbs in context and new specialized vocabulary in context.

D.   Demonstrate comprehension of authentic materials on abstract topics in familiar contexts as well as descriptions and narrations of factual material.

E.    Demonstrate ability to write compositions on familiar material.

F.    Use the language structures and forms appropriate for Advanced Low 9.

 

 

 

 

 

 

 

 

V.            COURSE CONTENT

 

            A.            Listening  skills

1.     Understanding hypothetical situations in familiar contexts

2.     Understanding most of the language used in movies or broadcasts of a very general nature

3.     Understanding the majority of face-to-face speech in standard dialect and at a normal rate with some repetition

4.     Understanding the general mood of a spoken message passage (e.g. anger, compliment, condolence)

5.     Responding to detailed, specific spoken instructions (e.g. operating machines, employment directives, class assignments)

 

                        B.            Speaking skills

1.     Participating with increasing fluency in most face-to-face social conversations and telephone conversations, including those about work and current events which contain complex structures--perfect tenses; conditional, adjectival, and adverbial clauses; and the passive voice--even though errors are common and may inhibit communication

a.     Display some spontaneity and creativity in producing language patterns not previously learned or memorized: however, errors will be common

2.     Clarifying meaning through strategies such as paraphrasing when misunderstanding occurs

3.     Adjusting the language used in accordance with the level of formality required by the social situation in face-to-face conversations           

a.     Participate in “small talk”

b.     Enunciating clearly enough to be understood by native speakers with a minimum of clarification

4.     Participating in extended telephone conversations on familiar subjects and increasingly on unfamiliar subjects

5.     Preparing and delivering a well-organized oral presentation on a general topic

a.     Demonstrate an ability to talk about a subject for 2-3 minutes   

6.     Discussing educational and employment history

7.     Clarifying utterances by rewording or repeating

 

                        C.  Word analysis and vocabulary development

1.     Interpreting meaning of root words in context

2.     Interpreting an increasing number of idioms

3.     Interpreting an increasing number of phrasal verbs

4.     Selecting appropriate meaning of a word with multiple meanings by using the dictionary

 

                        D.            Reading skills

1.     Making inferences from charts, tables and a short series of paragraphs

2.     Skimming increasingly difficult reading passages to determine the organization and general ideas

a.     Summarizing reading passages

 

 

3.     Scanning increasingly difficult reading passages to identify details

4.     Finding information that requires drawing from different sections of a reading passage

5.     Identifying main ideas and supporting details or examples from familiar material

6.     Differentiating fact from opinion in written materials

7.     Interpreting simple authentic material on familiar topics (advertising, graphs, newspaper articles, and public information notices)

a.     Interpreting and responding in a short note, when appropriate, to common mail such as solicitations, bills, and offers

 

                        E.            Writing skills

1.     Expanding and combining simple sentences by adding modifying words, clauses, and phrases

a.     Using transition words within and between sentences

2.     Writing and punctuating complex sentences

3.     Writing descriptive and narrative paragraphs, using correct punctuation

a.     Writing a resume

4.     Organizing sentences effectively to convey meaning

5.     Taking simple notes from public announcements, short lectures, and real interviews

6.     Completing forms that require a very short narrative description (e.g. accident report, authentic job application, medical form)

7.     Writing a business letter or e-mail that requires some detail (e.g. cover letter,  e-mail containing some narrative or news)                        

 

            F.      Language structures and forms

                        1.            Sentence Types

                                    a.            Conjunctive adverbs: therefore, however

                                    b.            Adverbial clauses of concession: unless, although

                            c.            Relative clauses with who, which, that, including deletion of the relative pronoun

                                    d            Noun clauses as subjects

                        2.            Verbs

                        a.      Modals related to past events (e.g. should have, could have, would have, might have, must have)

                                    b.            Past perfect continuous

                                    c.            Phrasal verbs: separable and non-separable

                                    d.            Causative verb forms: active and passive

                                    e.            Conditional: Present contrary to fact

                                    f.            Conditional: Past contrary to fact

                                    g.            Passive (simple present, simple past, future, present perfect, modal, with get)

                                    h.            Future perfect

                                    i.            Future perfect with modals

                                    j.            Future perfect with progressive

                                    k.            Simple present as narrative device

                                    l.            Contrast and emphasis using auxiliaries (e.g. I did tell him I would be late.)

                                    m.            wish/hope

 

 

 

                        3.            Nouns

                                    a.            Advanced review of count/non-count nouns

                        4.            Adjectives

                                    a.            Advanced review of articles with generic nouns and before proper nouns

 

VI.            INSTRUCTIONAL METHODOLOGY

            A.            Assignments

1.     In-class individual, pair, and group work that apply critical thinking skills to real life situations

2.     Writing activities for both academic and practical applications including business and personal letter, e-mail and resumes

3.     Reading tasks using authentic sources

4.     Readings tasks that require choosing the appropriate meaning of a word in context from multiple meanings

5.     Writing a descriptive or expository composition with good organization and supporting details

              

            B.            Evaluation

1.     Summarize the plot or main idea of a broadcast or lecture including specific details

2.     Engage in an extended face-to-face conversation, interview or telephone conversation demonstrating appropriate use of interactive skills (e.g. clarifying by rewording or paraphrasing, using active listening techniques to maintain the conversation, using appropriate phrases for initiating and terminating the conversation, providing details, examples or explanations)

3.     Prepare and deliver a well-organized oral presentation in which information has supporting details and examples and information is in a logical sequence

4.     Skim/scan information in a chart/graph or similar media to determine an appropriate course of action (e.g. read an airline schedule and prices and choose the best flight)

5.     Read a short story and identify or orally relate the sequence of events, main themes and details, interpret information in the story and make inferences or draw conclusions

6.     Write a business letter using appropriate content, style and format (e.g. asking for information about a product, complaining about a problem with a bill)

           

            C.            Texts and Other materials

1.     Teacher developed material

2.     Steer, Jocelyn M. and Karen A. Carlisi, The Advanced Grammar Book, Heinle & Heinle, Boston, 1998

3.     Maurer, Jay and Irene E. Schoenberg, True Colors: An EFL Course for Real Communication Level 4, Pearson Education, New York, 1998

 

VII.            TITLE 5 CLASSIFICATION

 

            Non-credit [meets all standards of Title V, Section 55002 (c)]

 

 

 

 

 

 

 

Proposed Outline


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